How Do We Teach English as a Second Language or English as a Foreign Language?
Language as a second language or as a foreign language consists of classroom course material and student-teacher components that require a certain educational environment to be taught. Language acquisition starts from early childhood to the critical age of 13 years. Born into a natural language environment, the child begins to process the language pragmatically thanks to its sound, environment, and natural language skills.
This post was written by our TEFL certification graduate Hatice D. Please note that this blog post might not necessarily represent the beliefs or opinions of ITTT.
After a brief introduction to language acquisition and language teaching, an article on language teaching, teaching English as a profession, with my experience so far. I will try to create it.
There is only one thing I have observed in my country for many years. All of my colleagues and our country's education system have some forgotten points when being taught to earn points for passing the English exam. Approaches and methods used in teaching English that you also work in the program, English lesson planning, and material usage. Classroom usage of these methods. For example, in the teaching of the present continuous tense. If teachers do not engage with students firstly, any age of students does not matter. They cannot grasp English at the end of the process. I want to give more detail over this. Generally, being come, greeting students, writing something on the whiteboard, and passing on exercise. That is not a teaching system. If we want to create real learning, we have to have some preparation like a student. Herein, we need to consider small groups, pair work activities, pronunciation, and drilling. Unless engagement and study phases aren't strong in the teaching of English, I am sorry to say that we cannot be successful inactivating them. Consequently, as I mentioned in the introduction, there is no permanent learning. If necessary, short-term summer camps should be established. In this sense, the teacher needs to be proactive and the importance of the teacher factor is clear.
I have been teaching English since 2016. I started with early childhood groups and in this sense, Helen Doron Learning Center showed me the difference in receptive skills and productive skills very well. On the one hand, illiterate children can start to speak the language, but in my other experiences, fluency cannot function without accuracy in teaching foreign languages to individuals who have completed their neurological development. Therefore both productive skills and receptive skills are equally vital in terms of language teaching.
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Of course, the teacher factor has some basic principles. End-of-month and end-of-term tests are important to see progress. The only thing we have to forget is not to do wrong, but to learn from our mistakes. This leads us to success as a student or teacher in language teaching. For example, I learned that I made mistakes as a teacher in classroom management. As a result, the self-criticizing teacher is half of the quality education of a successful student.
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